Education sustains growth and is fore bearer of civilisation’s progress. Striving to enhance the knowledge capital through quality education, as such,
is a service to the developmental demands in all ages and time.
It, therefore, gives me immense satisfaction as President of the ‘Education India Trust’; a linguistic minority institution having its headquarter located in our beloved state of Meghalaya;
for the valuable contributions it has been making and continues to make towards servicing the cause of education, in particular, the cause of education of tribal girls of the state and the region.
Quality of education on offer in India, limited exceptions notwithstanding, remains in the words of Sri Aurobindo,
"bad in kind and in addition denationalizing, degrading and impoverishing to the national mind, soul and character.....” till date.
Ideally, an educational setup should facilitate its receivers to awaken to their own socio-cultural roots. It must also ensure broadening of their worldview.
In India, unfortunately, this expectation often stood belied. Instead of awakening one to her roots and expanding her world view, education in India;
fundamentally built on an inherited edifice derived out of the Macaulayan construction of education. The impact of such de-rooting in her north-eastern region has indeed been a cause of serious concern.
Seven decades and counting since independence and despite a massive lateral expansion, things at the core changed little.
Alive to this scenario and being concerned with it, a group of the then young academic enthusiasts under the stewardship of Prof B. Datta Ray came together to form, about four decades ago, themselves into a coherent group of socio-academic activists.
Ready to work towards a common goal in which reshaping the educational vision with the objective of bringing about an all-round change in the educational domain through serious restructuring in both content and form, the group registered itself as a Society by the name ‘Education India Society”.
To work for the desired objectives, the young group commenced with a civil society initiative to create new literature on education in which a synthesis of educational philosophy and thoughts of both the orient and occident was accorded a key place.
The group was convinced that adequate blending of tradition and modern education must have to be ensured to achieve the desired objective of a systemic reform if education has to deliver the goods. To give a concrete shape to its vision and mission using the new literature it was working for, the group also decided to create,
take over and re-orient as many institutions as it can under its creative fold and empower them to work coherently for fulfilment of its desired objectives.
As such, it indeed is a matter of pride for me that since the very inception to begin with as a Society and its subsequent rechristening as Trust,
the ‘Education India Trust, has relentlessly been striving to create institutions of excellence in its pursuit to create a new social order based on justice
and equity through dissemination of knowledge of the right kind. Shillong Academy, Shillong, Women’s college, Shillong and Women’s College Higher Secondary,
Shillong are currently the institutions it had setup and running under its ambit at present. It is indeed heartening that Women’s College, Shillong,
a second cycle NAAC reaccredited institution is now counted amongst the premiere educational institutions in the state of Meghalaya.
Education, it is common knowledge, undergoes transformations over time both in its form as also in its content.
The vibrancy of any educational setup essentially draws its sustenance from its ability and preparedness to accommodate newer ideas
and adjust itself accordingly to cope up with the fresh challenges such changes are likely to prop up.
The changes taking place in the domain of education in this twenty first century, however, has often been beyond perceivable limits of many educational setups.
The challenges it put forward, therefore, also remain often and for various educational setups across the globe, formidable on many counts.
It is being sincerely hoped that the untiring efforts the management, faculty and other staff members associated with Education India Institutions give towards smooth running and continuous uplift of its credentials would, in the days to follow, shall always be upheld.
May the institution rise to newer glories in its striving for better education eventually paving the path towards having a society based of justice and equity.
(B. B. Dutta)
President, Education India Trust